STTR Phase I: Use of Serious Games to Improve Learning Outcomes in Engineering Programs

这个小企业技术转让第一阶段项目结合了基于游戏的学习场景开发和Toolwire Inc.的商业创业专业知识，与奥本大学创新技术和工程教育实验室（LITEE）的教学材料开发和评估专业知识。他们共同开发了一个工程设计智能场景的试点版本，其中包括挑战者STS 51-L案例研究的信息。这是在介绍工程类和评估表明，学生认为，他们学到的主题深入由于这个试点的游戏性质。这项评估强化了早期研究的结果，该研究表明，严肃的游戏能够提高学生的参与度，积极影响学习，并有助于留住工程专业的学生。这个项目将设计和开发严肃的游戏，在工程设计，通信，道德和工业安全的四个主题，用于介绍工程类。这些游戏将在介绍工程类实现。评估方法将使用一个学前教育过程产品模型，使用控制和实验班。将根据设计用于测量4-P模型中变量的结构收集数据。该提案的智力价值在于，它开发、实施和测试了一套游戏，这些游戏强调除了内容之外的开发能力，将现实世界的问题带入课堂，使用游戏技术来调解学习，包括游戏中的评估方法，并为学生提供多次迭代来学习概念，从而改变了入门课程的教与学的方法。更广泛的影响/这个项目的商业潜力是它能够直接提供大规模有效的并行工程教育，可扩展到不同的我们提供不同级别的课程，使用可引发深度学习的引人注目的场景，通过游戏触发大脑化学反应，更好地吸引学生参与学习，同时通过安全的基于Web的服务随时随地可用。这种高度融合的？在实践中积极学习？在先进的技术平台上实现更低的交付成本，在劳动力发展中更长期地采用材料，改善用户体验并降低辍学率。这些严肃的游戏为学生和教师在课堂和工作环境中提供了持续的体验式学习周期。

This Small Business Technology Transfer Phase 1 project combines the game-based learning scenario development and business entrepreneurship expertise of Toolwire Inc., with the instructional material development and evaluation expertise of the Laboratory for Innovative Technology and Engineering Education (LITEE) at Auburn University. They worked together to develop a pilot version of an engineering design Smart Scenario that included information on the Challenger STS 51-L case study. This was implemented in introductory engineering classes and an evaluation showed that the students perceived that they learned the subject matter deeply due to the gaming nature of this pilot. This evaluation reinforces results from earlier research that shows that serious games have the ability to improve student engagement, positively affect learning, and help retain students in engineering. This project will design and develop serious games in the four topics of engineering design, communications, ethics, and industrial safety for use in introductory engineering classes. These games will be implemented in introductory engineering classes. The evaluation methodology will use a Presage-Pedagogy-Process-Product-model using control and experimental classes. Data will be collected based on constructs designed to measure the variables in the 4-P model. The intellectual merit of this proposal is that it develops, implements, and tests a set of games that emphasize developing capabilities in addition to content, brings real-world problems into classrooms, uses gaming-technologies to mediate learning, includes assessment methodology in the games, and provides students multiple iterations to learn the concepts, thereby changing the approach to both teaching and learning in an introductory course.The broader impact/commercial potential of this project is its ability to directly provide massively effective parallel education in engineering by being scalable to different levels of classes, using compelling scenarios that lead to deep learning, triggering brain chemistry through games that better engages students in learning while being available anytime, anywhere through secure, web-based services. This combination of highly engaging ?active learning by doing? on advanced technology platforms achieves lower costs of delivery, greater long-term adoption of material in workforce development, improved user experiences and lower dropout rates. These serious games produce continuous experiential learning cycles for both students and teachers alike in both classroom and workplace contexts.